Cooperation and Its Influence on Solidarity toward Mothers of Children with Autism
DOI:
https://doi.org/10.18050/rev.espergesia.v12i1.3436Keywords:
cooperation, solidarity, mothers, autism, support networks, inclusionAbstract
Mothers of children with autism face challenges in their daily lives that are invisible and need support; cooperation is presented as fundamental in strengthening solidarity towards these mothers; therefore, it is essential to give visibility to their experiences, given their care work. The general objective was to determine cooperation and its impact on solidarity with mothers of children with autism in the multisensory room of the Manta canton 2023-24. A qualitative approach was applied, with a Hermeneutical Phenomenological design, based on the theory of Cooperation, using techniques such as participant observation, documentary analysis and semi-structured interviews. The type of sample was voluntary participation, a semi-structured interview was conducted with 14 mothers who attend the Multisensory Room. The results determined that through inter-institutional cooperation, the operation of the Multisensory Room can be optimized, although some challenges remain; Support networks have limitations and need more awareness, while reciprocity between mothers helps in the care of children, but formal spaces are necessary. It is concluded that is cooperation between institutions, mothers and families has an essential role in supporting children with autism and their caregivers, but even so it is necessary to continue working on the inequality, availability and quality of each of these services.
Downloads
References
Allen, S., Branson, A., Lane, S. J., & Knott, F. J. (2025). Mothers’ perspectives: daily life when your child has sensory differences. OTJR: Occupational Therapy Journal of Re-search, 45(1), 29-37. https://doi.org/10.1177/15394492241238357
Asociación Médica Mundial. (2013). Declaración de Helsinki de la AMM – Principios éticos para las investigaciones médicas en seres humanos. 64.ª Asamblea General. https://www.wma.net/es/policies-post/declaracion-de-helsinki-de-la-amm-principios-eticos-para-las-investigaciones-medicas-en-seres-humanos/
Bagnato, M. J. (2019). El bienestar emocional en madres de hijos con diagnóstico de TEA. Revista de Psicología - Tercera época, 18(1), 46–60. https://sedici.unlp.edu.ar/handle/10915/76363
Bonfim, A., Giacon-Arruda, B.., Galera, S., Teston, E., Do Nascimento, F., & Marcheti, M. (2023). Asistencia a familias de niños con Trastornos del Espectro Autista: percepcio-nes del equipo multidisciplinario. Revista Latino-Americana de Enfermagem, 31, e3779. https://doi.org/10.1590/1518-8345.5694.3780
Brisini, K. S. C., & Solomon, D. H. (2020). Relational turbulence and perceptions of social network support for parents of children with autism spectrum disorder. Southern Communication Journal, 85(5), 279-289. https://doi.org/10.1080/1041794X.2020.1816608
Constitución de la República del Ecuador. (2008). Art. 47: Inclusión y acceso a la educación para personas con discapacidad. https://educacion.gob.ec/wp-content/uploads/downloads/2022/03/OEI-PND-dic-2021-VF.pdf
Correia, S. G., Leite, L. M. P., Dias, A. A. S., Pires, C. de A., Araújo, B. S., dos Santos, D. J., dos Anjos, E. F., Sinimbu, T. C. M. de O., Moreira, J. H. F., Marques, D. F., da Silva, L. M. S., Caldas, R. D., & Diniz, L. C. de S. (2024). School inclusion and autism: The im-portance of family collaboration to support autistic students. LUMEN ET VIR-TUS, 15(39), 3305-3314. https://doi.org/10.56238/levv15n39-133
Escobar-Villacrés, L., Sánchez-López, C., Andrade-Albán, J., & Saltos-Salazar, L. (2024). El tras-torno del espectro autista (tea) y los métodos de enseñanza para niños en el aula de clases. 593 Digital Publisher CEIT, 9(1-1), 82-98. https://doi.org/10.33386/593dp.2024.1-1.2263
Ferreira da Silva, S., Fernandes Ramos, M., & Resgala Jr, R. C. (2024). Desafios e resiliência: uma análise das dificuldades enfrentadas por mães de filhos no espectro autista. Re-vista ft, 28(139). https://revistaft.com.br/desafios-e-resiliencia-uma-analise-das-dificuldades-enfrentadas-por-maes-de-filhos-no-espectro-autista/
Fuster, D. E. (2019). Investigación cualitativa: Método fenomenológico hermenéuti-co. Propósitos y Representaciones, 7(1), 201-229. https://doi.org/10.20511/pyr2019.v7n1.267
Ghasemianrad, M., Nematollahi Maleki, R. and Rasoulpoor, S. (2024). Mothers' experiences: A missing puzzle piece in caring for children with autism spectrum disorder. Journal of Nursing Reports in Clinical Practice, 2(Issue 2), 121-122. https://doi.org/10.32598/JNRCP.2312.1003
Gill, A., Page, S. M., & Hairston, M. (2023). Communities of Support for Care-Experienced Mothers. The British Journal of Social Work, 53(3), 1775-1783. https://doi.org/10.1093/bjsw/bcad032
Hernández Martínez, V. A. (2023). La depresión y la ansiedad en padres mexicanos de niños con Trastornos del Espectro Autista [Tesis Doctoral, Departamento de Psicología Evo-lutiva y de la Educación, Universidad Autónoma de Madrid]. Repositorio institucio-nal. http://hdl.handle.net/10486/708141
Hernández-Sampieri, R., & Mendoza Torres, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta (1.ª ed.). McGraw-Hill.
Herrera-Kit, P., Balanzó Guzmán, A., Parra Moreno, J., & Rivera Chávez, M. (2021). Mecanis-mos de colaboración interinstitucional: prácticas típicas. Innovar, 31(79), 145-159. https://doi.org/10.15446/innovar.v31n79.91888
John-Akinola, Y. O., & Nic-Gabhainn, S. (2014). Children’s participation in school: a cross-sectional study of the relationship between school environments, participation and health and well-being outcomes. BMC public health, 14, 1-10. https://doi.org/10.1186/1471-2458-14-964
Klinger, E. F., de Bodas Lopes, H., Oliveira, D. P., de Meneses, I. C., & Suzuki, J. S. (2020). Dinâmica familiar e redes de apoio no Transtorno do Espectro Autista. Amazônia: Science & Health, 8(1), 123-137. https://ojs.unirg.edu.br/index.php/2/article/view/3112
Ley Orgánica de Discapacidades. (2016). Art. 5: Protección y reconocimiento de los cuidado-res de personas con discapacidad. https://www.consejodiscapacidades.gob.ec/wp-content/uploads/downloads/2016/06/Ley-Organica-de-Discapacidades.pdf
Leyva-Arévalo, D., Olbine-Yais, S., & Peña-Hernández, N. (2019). Estrategia de orientación a familias de niños con Trastorno del Espectro Autista. Luz, 18(3), 70-79. https://luz.uho.edu.cu/index.php/luz/article/view/982
López Chávez, C., Larrea Castelo, M. de L., Breilh, J., & Tillería, Y. (2020). La determinación social del autismo en población infantil ecuatoriana. Revista Ciencias de la Salud, 18, 1–27. https://doi.org/10.12804/revistas.urosario.edu.co/revsalud/a.8993
Machalicek, W., Didden, R., Lang, R., Green, V., Lequia, J., Sigafoos, J., ... & O’Reilly, M. F. (2014). Families of Children with Autism Spectrum Disorders: Intervention and Fami-ly Supports. In: Tarbox, J., Dixon, D., Sturmey, P., Matson, J. (eds) Handbook of Early Intervention for Autism Spectrum Disorders. Autism and Child Psychopathology Se-ries (pp. 511–532). Springer. https://doi.org/10.1007/978-1-4939-0401-3_24
Monje Santana, J. A. (2021). Rol de la familia en la atención de niños con Trastorno Espectro Autista: Un nexo indisoluble. Explorador Digital, 5(3), 6-16. https://doi.org/10.33262/exploradordigital.v5i3.1749
ONU. (2025). Objetivo 10: Reducir la desigualdad en y entre los países. https://www.un.org/sustainabledevelopment/es/inequality/
Pereira Máximo, T. K., Rosas, M. A., da Silva, M. M., Jucá, A. L., Dutra Facundes, V. L., Gomes da Nóbrega, K. B., & Ferreira, M. B. (2023). Perspectivas das mães de crianças e ado-lescentes com Transtorno do Espectro do Autismo sobre a rede de cuida-dos/Perspective of mothers of children and adolescents with autism spectrum di-sorder on the care network. Revista Interinstitucional Brasileira De Terapia Ocupa-cional - REVISBRATO, 7(1), 1527–1542. https://doi.org/10.47222/2526-3544.rbto53231
Perlman, J., & Howe, N. (2022). Mothers' Experiences of Obtaining a Diagnosis and Support for their Child with Autism Spectrum Disorder. Canadian Journal of Family and Youth/Le Journal Canadien de Famille et de la Jeunesse, 14(3), 1-19. https://doi.org/10.29173/cjfy29789
Pinto, M. B., Dantas Soares, C. C., Santos, N. C. C. de B., Pimenta, E. A. G., Reichert, A. P. da S., & Collet, N. (2017). Percepção de mães acerca da inclusão escolar de crianças com doença crônica. Revista De Enfermagem UFPE on Line, 11(3), 1200–1206. https://periodicos.ufpe.br/revistas/revistaenfermagem/article/view/13495
Prychodco, R. C., & de Camargo Bittencourt, Z. Z. L. (2022). Desafios no Cotidiano de Famílias com Crianças e Adolescentes com Transtorno do Espectro do Autis-mo/Challenges in the Daily Life of Families with Children and Adolescents with Au-tism Spectrum Disorder. ID on line. Revista de psicologia, 16(63), 204-221. https://doi.org/10.14295/idonline.v16i63.3542
Rivera Domínguez, O., Guzmán Miranda, O., & Caballero Rodríguez, T. (2024). El capital cul-tural de la familia en el desarrollo social del niño. EduSol, 24(87), 111-126. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1729-80912024000200111&lng=es&tlng=es.
Rodas Jara, R., Franco, N. M., Rodas Jara, L. R., Franco, F., Gómez Leiva, E., Villalba Salinas, D., Chromey, N., Torales, J. C., & Báez, D. (2023). Apoyo, Desafíos y Oportunidades de una Persona con el Trastorno del Espectro Autista en Paraguay: Análisis desde la Perspectiva de los Padres. Revista científica Ciencias De La Salud, 5, 01–07. https://revistascientificas.upacifico.edu.py/index.php/PublicacionesUP_Salud/article/view/343
Salazar Echavarría, C., & Posada Silva, W. Y. (2022). Evaluación y trastorno del espectro autis-ta: significados de los actores sociales. Latinoamericana de Estudios Educati-vos, 18(2), 147–173. https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/8369
Sulaiman, N. F., Rasit, H. H., Toran, H., & Abdullah, N. (2019). Parents Satisfaction with Ser-vices Provided by Shadow Aides in an Inclusive Classroom. In 3rd International Con-ference on Special Education (ICSE 2019) (pp. 181-184). Atlantis Press. https://www.atlantis-press.com/proceedings/icse-19/126007875
Sundary, S. (2024). The Role Of Family Support In Childbirth: Implications For Maternal And Infant Well-Being. (2024). Oshada, 1(4), 61-72. https://doi.org/10.62872/9ep2er27
Torres-Lista, V. (2019). Impacto psicosocial del diagnóstico del Trastorno del Espectro Autis-ta (TEA) en los principales cuidadores. Investigación y Pensamiento Crítico, 7(1), 27–39. https://doi.org/10.37387/ipc.v7i1.13
Vítores Barranco, M. (2024, febrero 20). Autismo en el aula: Desafíos y estrategias para una educación inclusiva. Ventana Abierta. https://revistaventanaabierta.es/autismo-en-el-aula-desafios-y-estrategias-para-una-educacion-inclusiva/
Yung, K. W. H., Entrich, S. R., & Bautista, A. (2023). Shadow education: new areas of inquiry in teaching, learning and development. Journal for the Study of Education and De-velopment, 46(4), 707-727. https://doi.org/10.1080/02103702.2023.2245227
Zapata Rogel, F. A. (2021). Sobrecarga del cuidador y estrategias de afrontamiento al estrés en padres y madres de niños, niñas y adolescentes con Trastorno del Espectro Autista [Trabajo Final de Licenciatura, Pontificia Universidad Católica Argentina “Santa María de los Buenos Aires”]. Repositorio Institucional UCA. https://repositorio.uca.edu.ar/handle/123456789/13183
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Eliana Aracely García Mejía, Carmita Leonor Alvarez Santana
This work is licensed under a Creative Commons Attribution 4.0 International License.
